This article discusses the rapid inflow and large-scale flow of information into society today, the rapid receipt of information, its analysis, processing, theoretical generalization, summarization and delivery to the student, the achievement of quality and efficiency in the educational process, the acquisition of individual knowledge and skills by the student to enhance the knowledge and experience required for in-depth study, the acquisition of integrative knowledge and actions in each independent direction, the requirements for the level of professional training of students, the appropriate use of knowledge, skills and methods , the student’s acquisition of knowledge, skills and abilities necessary for the implementation of professional activities of personal and social significance and the ability to apply them in professional activities indicates the competence of the student, and the educational competence of the student is a set of independent thinking competencies, consisting of elements of logical, methodological and social activities related to the specific objects under study, including knowledge and skills in goal setting, activity planning, content analysis, reflection, personal evaluation of activities, competence and learning. The full essence of such concepts as competence, pedagogical conditions, necessary factors and important aspects of the development of students' learning competence in the process of higher education are explained in the article.
Conceptual Field tests were attempted on sandy soils with three trimming frameworks at India for a very long time during 2011-2013. The trials were executed in split plot plan by relegating h2o dissolvable phosphorus composts in primary plot and suggest ed portion of phosphorus in sub-plot with three replications. The most extreme practical yield of rice, child corn and Chickpea were recorded with the utilization of . The most extreme efficient yield of progressive harvests - wheat, mustard and groundnut were recorded with the application of treatment. Practically comparable patterns were seen as far as side-reaction yield, supplement take-up and leftover soil richness status. Every one of the degrees of in compound manures were discovered to be similarly successful for grain yield, straw yield, supplement take-up, and leftover soil richness.
This article examines the system of knowledge economy, which affects the sustainable economic development of our country. The conditions of the formation of the knowledge economy in our country have been analyzed and conclusions have been drawn. It is also important to reveal the four wheels of economic development of Uzbekistan in the development of the knowledge economy.
The article is written based on philological research, the main aim of which is to present some semantic analysis of the word «’ilm» (knowledge) of the Qur’anic text where it is used 105 times.
The semantic structure of the word «’ilm» (knowledge) in the Qur’anic text was examined based on full scope of the usage of this word and its classification on the definite criterion. It was known that this word has broader sense in the Holy Qur’an.
This article discusses the importance of introducing educational programs for preschool children to master basic knowledge of science, technology, engineering and mathematics (STEM knowledge). It is proven that teaching STEM knowledge to pre-school children gives them great potential for further development in primary and secondary school. When revealing the subject of STEM knowledge for preschoolers and the gender aspects of its successful teaching, it is concluded that, along with the preparation of such educational programs, it is necessary to develop the special knowledge of boys and girls.
Creating conditions for R&D in a post-industrial type of development is an extremely urgent task. Thanks to its scientific potential, the economy will be in a much more advanced position. The article examines the current state of research and development, knowledge economy and innovation. The factors of accelerated development of R&D in the knowledge economy are identified. The requirements for creating systemic prerequisites for the formation of the knowledge economy and innovation environment are discussed separately.
The current research tests the correlation and influence between knowledge management and modern information technology. The problem of the present study was the extent of the role of knowledge management in light of modern information technology at Al-Mustaqbal National University. The questionnaire form was used to collect data, the research sample was distributed, and the data was analyzed using the (SPSS) program. Several statistical methods were used to test the research hypotheses. The research reached several conclusions, the most important of which was (the relationship or no relationship) between knowledge management and modern information technology, and ended with a set of appropriate recommendations.
The article is devoted to the formulation and concretization of the problem of the formation of a competency-based approach to teaching the Russian language in schools with the Uzbek language of instruction. The article compares the traditional approach, which is focused on instilling knowledge, skills in the Russian language, and the competence-based approach, which is aimed at developing the appropriate competencies in the Russian language among students. The combination in practice of two different strategies for teaching Russian as a non-native language occurs due to a widespread misconception among Russian language teachers, according to which competencies are identified with the sum of knowledge, skills and abilities. At the same time, the following distinction is proposed: competencies are knowledge in action, the ability to consciously apply skills and abilities in solving specific communication problems. Based on the results of the study, the need for a radical change in the pedagogical thinking of teachers of Russian as a non-native language working in the schools of Uzbekistan is stated.
This article talks about the problems of introducing knowledge of the interdisciplinary content of connections in the educational process, about the importance of their development, about improving the ecological content of pupils' knowledge in interdisciplinary biology teaching, about creating problematic situations, about introducing communication in society into the curricula and programs of general education schools, the introduction of environmental tasks into interdisciplinary communications, as well as the development of ecological thinking and worldviews of pupils, about the development of content, forms, teaching methods, ways of their development, environmental protection and interdisciplinary communication, are developed in synchronous and asynchronous teaching of biology in connection with natural subjects.
In the article, it is important to use the historical experiences gathered during the analysis of the ways of reforming the teaching system in higher education, and as issues and strategic directions of the historical progress and development of higher education, at the historical stage of the development of civilization in our society, an innovative approach to education is important in the process of mastering professional knowledge, students the achievement of the development of cognitive competence occurs from the outside or as knowledge specially organized by the student himself, the result of which is the realization of scientific knowledge, skills, abilities, behaviors, learned knowledge and types of activities, if the student grows from a lower grade to a higher level of educational activity if observed, the successful achievement and necessary importance of the development of academic competence is recognized by the author.
The separatism that represents the challenge existing between reason and revelation is a distinctive feature of the Western intellectual heritage. This separatism arose from the concept of conceptualizing existential convergence, which enables philosophers to use standards of judgment to measure the outcomes of both reason and revelation. This existential convergence leads to the equality of fields. Cognitivism, and subjecting judgments to criteria or standards like this is in fact a declaration of the true sovereignty of reason, which led to man becoming the focus of Western philosophy, the dialectic of (Locke) that most knowledge comes from experience, and the hypothesis of (Kent) that knowledge A joint product of the mind and the external world, and the certainty of (Auguste Comte) which focuses on the scientific stage as opposed to the metaphysical and theological stages, and the experimental radicalism of (William James) are all many ideas stemming from the cognitive foundations presented by Aristotle’s empirical doctrine and keeping pace with human-centered knowledge. The approximation of the levels of existentialism stemming from the syncretic atmosphere of the Roman era, which was an essential element in Christianity, was gradually subjected to the two systems. Hume’s interpretation of God as the spirit of the material world, Hobbesian materialism in metaphysics, the theory of thought (the Absolute, the specific deity), and James’s idea of finiteness. Thinking are all exciting stages of formulating the cognitively specific existential theory of the Western heritage, which established a new model (Ihsanoglu, 2000, 122).
The work of reflection on learning and the important role the brain plays establishes a referential analysis with the goal of investigating and knowing everything related to the human being's knowledge and the activities he performs during the process of acquiring knowledge. These highlights how important it is to know this organ and how the content can be changed. Additionally, brain plasticity, which is the adaptation of changes or modifications that occur during the learning process, is emphasized. Significant learning is procured through great instructive practices and the utilization of dynamic philosophies, where a proper climate is laid out, in which inspiration assumes a significant part and procedures are as per the substance to be dealt with, which is preposterous without the cerebrum in question. The work is synthesized through analytical research and the use of the inductive method by analyzing the problem from the general to the specific, defining the elements that interfere with learning and the brain's imprint, the relationship with society in the cognition of contents, and the skills necessary for the development in various areas of knowledge. In addition, bibliographic resources are used to relate to the topic being discussed. The work's objective is to examine how the teaching-learning process affects the brain.